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Bray-Speth, E., Long, T. M., Pennock, R.T. and Ebert-May, D., Using Avida-ED for Teaching and Learning About Evolution in Undergraduate Introductory Biology Courses.  Published online:
23 July 2009, Springer Science + Business Media, LLC 2009

Petcovic, H.L., Libarkin, J.C., and Baker, K.M., An Empirical Methodology for Investigating Geocognition in the Field.  Journal of GeoScience Education, v.57, n.4, September, 2009, p. 316-328.

Sibley, D.F., A Cognitive Framework for Reasoning with Scientific Models.  Journal of GeoScience Education, v. 57, n. 4, September, 2009, p. 255-263.

Smith, J.J. and Cheruvelil, K.S., Using Inquiry and Tree-Thinking to "March through the Animal Phyla":  Teaching Introductory Comparative Biology in an Evolutionary Context.  Published online: 30 July 2009, Springer Science + Business Media, LLC 2009.

Redish, Edward F.:A Theoretical Framework for Physics Education Research: Modeling Student Thinking (pp. 50).  International School of Physics "Enrico Fermi" Course CLIV

Easley, J.A.:  NATURALISTIC CASE STUDIES EXPLORING SOCIAL-COGNITIVE
MECHANISMS, AND SOME METHODOLOGICAL ISSUES IN RESEARCH ON PROBLEMS OF TEACHERS
, Journal of Research in Science Teaching, Vol. 19, No. 3, pp. 191-203 (1982).

Bransford, J.D., et al (1999).  How People Learn:  Brain, Mind, Experience, and School.  Washington:  National Academy Press.  http://books.nap.edu/books/0309065577/html/index.html

Hestenes, D., Wells, M., and Swackhamer, G Force Concept Inventory. The Physics Teacher, Vol. 30, March 1992, pp. 141-158.  http://modeling.asu.edu/r&e/fci.pdf

 
 
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